Choose one after the main lesson, and after the held check on Days 195/200. Adult reads rich words. Every pair keeps the day's target while changing the everyday domain; none requires money, personal history, an online account, real audience, public performance or child record upload. Modelled replies are called MODEL. These are worked examples, not fresh assessment items.
| Day | Worked swap A | Worked swap B | Look for / teacher move |
|---|---|---|---|
| 191 | Paper garden visitor: a broad seed-drawing kit has cards, mat and return pocket. Answer: a new visitor needs which card to choose and where to return it; no actual visitor response is known. | Toy ferry display: a puppet is the imaginary audience for a paper map card. Answer: explain what the card shows and where it belongs; puppet dialogue is MODEL. | Child names audience and purpose, not an invented result. |
| 192 | Library bookmark station: choose bookmark, place on a page model, name its symbol, return to BOOKMARK pocket. Answer: return follows use. | Paper repair kit: choose a broad strip, place on mat, point to torn edge drawing, put strip back. Answer: giving the steps out of order can lose the demonstration. | Child cites an action sequence and repairs one reversed pair. |
| 193 | Bus map for a nonvisual listener: “the blue one” becomes “the STOP card with two broad straight lines”. Answer: card identity is available without colour. | Toy kitchen: “put it over there” becomes “put the broad round plate card in the middle of the mat”. Answer: object and place are named. | Same target through language/access, never a diagnosis-based route. |
| 194 | Book-cover guide: first “that goes here”; teacher MODEL asks “Which cover?” Revision: “Place the star-outline cover on the left mat.” Answer: model question is not actual feedback. | Paper sports badge: consenting adult actually asks where badges return. Answer: record that exact question then revise “Return the badge to BADGE pocket”; if no adult asked, mark NO ACTUAL FEEDBACK. | First words, audience type and actual/modelled response remain separate. |
| 195 | After check only, puppet dress-up: tell a fictional visitor how to choose/return a wide paper hat card. Answer: name the HAT pocket and order; response MODEL. | After check only, book-corner labels: consenting adult follows two placement steps. Answer: record actual action only if observed and repair a missing place word. | Do not practise the held bus-route labels/order before the first check. |
| 196 | Paper cafe sign vs tiny tale: “Return cups here” helps action; “Jo lost a cup, then found it” tells imagined events. Answer: different purposes. | Garden postcard vs task card: a postcard story describes a fictional visit; a task card tells how to file it. Answer: cite an event word versus a direction word. | Rich texts may be adult-read; sorting purpose is not independent decoding. |
| 197 | Mat strip: if m-a-t and article are taught, read “a mat” with print visible and no picture; answer: child constructs/chooses a broad mat after blending. | Cap strip: if c-a-p and article are taught, read “a cap” without picture; answer: child identifies the printed word, then checks a broad paper object. | Record exact taught links, prompt and self-correction; if not taught, adult-read meaning only. |
| 198 | Toy train tale: a sign fell off, a character searched, found it under a paper seat, replaced it. Answer: beginning/problem/action/ending; a new seat detail is adaptation. | Paper garden tale: a label hid behind a broad pot drawing, a character found it and made it visible. Answer: keep retell facts distinct from a changed helper character. | Child retells source before inventing a version; one source clue for correction. |
| 199 | Art caption record: child chose the words, adult wrote them. Answer: sample shows child's idea, not handwriting. | Oral instruction record: child gave three steps to an adult; adult prompted a pocket name. Answer: record prompt and choose “name the return place” as next move. | A missing second sample is NOT AVAILABLE; never invent earlier growth. |
| 200 | After check only, pretend weather sign and story: sign tells where broad cloud cards go; story says a paper cloud flew behind a flap. Answer: sign directs, story retells imagined events. | After check only, kit handover: choose one actual current sample, say what it shows and an attainable next try. Answer: specific evidence, no whole-year certificate. | Keep new practice distinct from held post-desk source. |
Family option: Five minutes is enough to ask “What would a new visitor need to know?” or “Is this a story or a sign?” with broad paper cards. An adult can read rich print; the child may point, sign, AAC-select, draw or speak. Family may decline. No device, purchase, photo, upload or personal disclosure is required. Original SubjectNest practice © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0.